Kimberly A. McCord is Professor Emerita of Music Education at Illinois State University and Adjunct Professor of Music Education at Teacher's College, Columbia University. Among her books are Oxford publications Teaching the Postsecondary Music Student with Disabilities and Exceptional Pedagogy for Children with Exceptionalities: International Perspectives. She has contributed numerous articles and has served on editorial boards for research journals in jazz education, music technology and music education. She is the founder and director of Just Accessible Music (JAM), an equity-based music school in Connecticut and New York City. Cynthia Colwell is Professor and Director of Music Therapy at the University of Kansas. Among her publications are a Monograph Series published by the American Music Therapy Association, chapters for Music Therapy: An Introduction to the Profession and Engaging Musical Practices: A Sourcebook for Elementary General Music as well as numerousresearch papers. She has served on editorial boards in both music therapy and education and her teaching and research foci are Orff-based music therapy and inclusion in music settings. Currently, she serves as a Visiting Evaluator for the National Association of Schools of Music.Deborah VanderLinde, Ph.D. is Professor Emerita in Music Education at Oakland University. Her teaching and research focus is the application of constructivist approaches to teaching and learning across music education and special music education contexts. A qualitative researcher, Deborah has contributed several book chapters and has numerous papers published in key journals; in addition, Deborah served as co-editor with Kimberly McCord on the book Exceptional Pedagogy for Children with Exceptionalities: International Perspectives.

Editors and authors in this important book tenaciously work to increase accessibility and quality of services for children with disabilities. They generously share knowledge on a range of topics to promote creativity and independence in music teachers and music therapists who are preparing children to participate happily and successfully in meaningful life experiences.

• AcknowledgementsContributorsSchool Descriptions IntroductionKimberly McCord, Cynthia Colwell Dunn, and Deborah VanderLinde Chapter 1. An Evaluation of Research Methodologies for the Differently Abled: Shifting the Focus from Deficit-Based to TransformativeAmalia A. Allan Chapter 2. Dismantling Ableism in Music Therapy for Autistic Students: Centering AutisticColleagues' Vision for the FutureRebecca West & Mikhaela Ackerman Chapter 3. Lived Disability Experience: Bridging Theory, Research, and PracticeCynthia Bruce Chapter 4. Using the Social Relational Model of Disability to Guide Ability-Oriented Music EducationAmanda R. Draper & Sarah J. Bartholomew Chapter 5. Considering Theoretical Models of Disability: Practical Implications and Actions for the Music Educator Erika J. Knapp Chapter 6. Beyond Performing Inclusion: Lessons Learned through a Disability Studies-Centric Professional Learning CommunityJesse Rathgeber, Latasha Thomas-Durrell, David A. Stringham, Mary Miller, Emma Pilmer, Sarah Stelzer, & Grace Templeton Chapter 7. Music Therapy Practices in Residential and Therapeutic Day Treatment SchoolsCharCarol Fisher Chapter 8. Making Social, Communicative, and Cognitive Connections that Count: Integrating Music Therapy Research and Practice to Support DevelopmentA. Blythe LaGasse & Jaley A. Montgomery Chapter 9. Exploring Intercultural Music Learning with Students with Vision Impairment and Intellectual Disability Takako Haggerty Chapter 10. Pedagogical Ideas for Teaching d/Deaf and Hearing Learners in Inclusive Music ClassroomsKatja Sutela Chapter 11. Adapted Music Curriculum for Students with Intellectual DisabilitiesMarina Wai-Yee Wong Chapter 12. Adaptive Musical Instruments: Developing an Organological Framework to Support Disabled Instrumentalists in Mainstream EnsemblesAnthea Skinner & Aaron Corn Chapter 13. Assessing the Ability to Relate in Inclusive Group Music TeachingErik Esterbauer, Shirley Salmon & Karin Schumacher Chapter 14. Confidence Building Through Co-Teaching and Other Paired Teaching ExperiencesKimberly A. McCord & Abby Gail Means Chapter 15. DRUM Out Bullying: A Music-Therapy-Based Socio-Ecological Approach to Address Bullying Lori Fogus Gooding & Jessica DeKleva Chapter 16. A Roadmap for Empathy-Based Behaviour Support in Music EducationErin Parkes & Jeffery Sabo Chapter 17. Supporting Music Literacy for All Learners: Modeling Modes of RepresentationElaine Bernstorf & Amanda M. Vanausdall Chapter 18. Getting to Know You: Peer Assisted Learning Strategies for Music SettingsEllary Draper Chapter 19. A Student's Perspective on Choral Learning with Cochlear ImplantsLexy Connelly Chapter 20. Music Education from the Child's PerspectiveRachel Grimsby Chapter 21. Centering Perspectives of Disabled Children in Elementary Music ClassroomsMartina Vasil, Olivia Swedberg Yinger, Alaina Sheridan, Kailey Holmes Chapter 22. Music Therapists as Team Collaborators in Special SchoolsBronte Arns & Grace Thompson Chapter 23. Parent Coaching of Music Interventions for Young Autistic Children: Transforming Research and Professional Knowledge into Community PracticeEugenia Hernandez-Ruiz Chapter 24. Collaborative Music Making: A Model for Bringing Our Public Schools and Communities TogetherLyn E. Schraer-Joiner & Marguerite Modero Chapter 25. Sensory Musiking: Fostering Inclusive CitizenshipMaria Varvarigou Chapter 26. Cultivating Collaborative Partnerships in SchoolsMelissa Gillespie Index

Kimberly A. McCord is Professor Emerita of Music Education at Illinois State University and Adjunct Professor of Music Education at Teacher's College, Columbia University. Among her books are Oxford publications Teaching the Postsecondary Music Student with Disabilities and Exceptional Pedagogy for Children with Exceptionalities: International Perspectives. She has contributed numerous articles and has served on editorial boards for research journals in jazz education, music technology and music education. She is the founder and director of Just Accessible Music (JAM), an equity-based music school in Connecticut and New York City. Cynthia Colwell is Professor and Director of Music Therapy at the University of Kansas. Among her publications are a Monograph Series published by the American Music Therapy Association, chapters for Music Therapy: An Introduction to the Profession and Engaging Musical Practices: A Sourcebook for Elementary General Music as well as numerousresearch papers. She has served on editorial boards in both music therapy and education and her teaching and research foci are Orff-based music therapy and inclusion in music settings. Currently, she serves as a Visiting Evaluator for the National Association of Schools of Music.Deborah VanderLinde, Ph.D. is Professor Emerita in Music Education at Oakland University. Her teaching and research focus is the application of constructivist approaches to teaching and learning across music education and special music education contexts. A qualitative researcher, Deborah has contributed several book chapters and has numerous papers published in key journals; in addition, Deborah served as co-editor with Kimberly McCord on the book Exceptional Pedagogy for Children with Exceptionalities: International Perspectives.

Editors and authors in this important book tenaciously work to increase accessibility and quality of services for children with disabilities. They generously share knowledge on a range of topics to promote creativity and independence in music teachers and music therapists who are preparing children to participate happily and successfully in meaningful life experiences.

• AcknowledgementsContributorsSchool Descriptions IntroductionKimberly McCord, Cynthia Colwell Dunn, and Deborah VanderLinde Chapter 1. An Evaluation of Research Methodologies for the Differently Abled: Shifting the Focus from Deficit-Based to TransformativeAmalia A. Allan Chapter 2. Dismantling Ableism in Music Therapy for Autistic Students: Centering AutisticColleagues' Vision for the FutureRebecca West & Mikhaela Ackerman Chapter 3. Lived Disability Experience: Bridging Theory, Research, and PracticeCynthia Bruce Chapter 4. Using the Social Relational Model of Disability to Guide Ability-Oriented Music EducationAmanda R. Draper & Sarah J. Bartholomew Chapter 5. Considering Theoretical Models of Disability: Practical Implications and Actions for the Music Educator Erika J. Knapp Chapter 6. Beyond Performing Inclusion: Lessons Learned through a Disability Studies-Centric Professional Learning CommunityJesse Rathgeber, Latasha Thomas-Durrell, David A. Stringham, Mary Miller, Emma Pilmer, Sarah Stelzer, & Grace Templeton Chapter 7. Music Therapy Practices in Residential and Therapeutic Day Treatment SchoolsCharCarol Fisher Chapter 8. Making Social, Communicative, and Cognitive Connections that Count: Integrating Music Therapy Research and Practice to Support DevelopmentA. Blythe LaGasse & Jaley A. Montgomery Chapter 9. Exploring Intercultural Music Learning with Students with Vision Impairment and Intellectual Disability Takako Haggerty Chapter 10. Pedagogical Ideas for Teaching d/Deaf and Hearing Learners in Inclusive Music ClassroomsKatja Sutela Chapter 11. Adapted Music Curriculum for Students with Intellectual DisabilitiesMarina Wai-Yee Wong Chapter 12. Adaptive Musical Instruments: Developing an Organological Framework to Support Disabled Instrumentalists in Mainstream EnsemblesAnthea Skinner & Aaron Corn Chapter 13. Assessing the Ability to Relate in Inclusive Group Music TeachingErik Esterbauer, Shirley Salmon & Karin Schumacher Chapter 14. Confidence Building Through Co-Teaching and Other Paired Teaching ExperiencesKimberly A. McCord & Abby Gail Means Chapter 15. DRUM Out Bullying: A Music-Therapy-Based Socio-Ecological Approach to Address Bullying Lori Fogus Gooding & Jessica DeKleva Chapter 16. A Roadmap for Empathy-Based Behaviour Support in Music EducationErin Parkes & Jeffery Sabo Chapter 17. Supporting Music Literacy for All Learners: Modeling Modes of RepresentationElaine Bernstorf & Amanda M. Vanausdall Chapter 18. Getting to Know You: Peer Assisted Learning Strategies for Music SettingsEllary Draper Chapter 19. A Student's Perspective on Choral Learning with Cochlear ImplantsLexy Connelly Chapter 20. Music Education from the Child's PerspectiveRachel Grimsby Chapter 21. Centering Perspectives of Disabled Children in Elementary Music ClassroomsMartina Vasil, Olivia Swedberg Yinger, Alaina Sheridan, Kailey Holmes Chapter 22. Music Therapists as Team Collaborators in Special SchoolsBronte Arns & Grace Thompson Chapter 23. Parent Coaching of Music Interventions for Young Autistic Children: Transforming Research and Professional Knowledge into Community PracticeEugenia Hernandez-Ruiz Chapter 24. Collaborative Music Making: A Model for Bringing Our Public Schools and Communities TogetherLyn E. Schraer-Joiner & Marguerite Modero Chapter 25. Sensory Musiking: Fostering Inclusive CitizenshipMaria Varvarigou Chapter 26. Cultivating Collaborative Partnerships in SchoolsMelissa Gillespie Index

Kimberly A. McCord is Professor Emerita of Music Education at Illinois State University and Adjunct Professor of Music Education at Teacher's College, Columbia University. Among her books are Oxford publications Teaching the Postsecondary Music Student with Disabilities and Exceptional Pedagogy for Children with Exceptionalities: International Perspectives. She has contributed numerous articles and has served on editorial boards for research journals in jazz education, music technology and music education. She is the founder and director of Just Accessible Music (JAM), an equity-based music school in Connecticut and New York City. Cynthia Colwell is Professor and Director of Music Therapy at the University of Kansas. Among her publications are a Monograph Series published by the American Music Therapy Association, chapters for Music Therapy: An Introduction to the Profession and Engaging Musical Practices: A Sourcebook for Elementary General Music as well as numerousresearch papers. She has served on editorial boards in both music therapy and education and her teaching and research foci are Orff-based music therapy and inclusion in music settings. Currently, she serves as a Visiting Evaluator for the National Association of Schools of Music.Deborah VanderLinde, Ph.D. is Professor Emerita in Music Education at Oakland University. Her teaching and research focus is the application of constructivist approaches to teaching and learning across music education and special music education contexts. A qualitative researcher, Deborah has contributed several book chapters and has numerous papers published in key journals; in addition, Deborah served as co-editor with Kimberly McCord on the book Exceptional Pedagogy for Children with Exceptionalities: International Perspectives.

Editors and authors in this important book tenaciously work to increase accessibility and quality of services for children with disabilities. They generously share knowledge on a range of topics to promote creativity and independence in music teachers and music therapists who are preparing children to participate happily and successfully in meaningful life experiences.

• AcknowledgementsContributorsSchool Descriptions IntroductionKimberly McCord, Cynthia Colwell Dunn, and Deborah VanderLinde Chapter 1. An Evaluation of Research Methodologies for the Differently Abled: Shifting the Focus from Deficit-Based to TransformativeAmalia A. Allan Chapter 2. Dismantling Ableism in Music Therapy for Autistic Students: Centering AutisticColleagues' Vision for the FutureRebecca West & Mikhaela Ackerman Chapter 3. Lived Disability Experience: Bridging Theory, Research, and PracticeCynthia Bruce Chapter 4. Using the Social Relational Model of Disability to Guide Ability-Oriented Music EducationAmanda R. Draper & Sarah J. Bartholomew Chapter 5. Considering Theoretical Models of Disability: Practical Implications and Actions for the Music Educator Erika J. Knapp Chapter 6. Beyond Performing Inclusion: Lessons Learned through a Disability Studies-Centric Professional Learning CommunityJesse Rathgeber, Latasha Thomas-Durrell, David A. Stringham, Mary Miller, Emma Pilmer, Sarah Stelzer, & Grace Templeton Chapter 7. Music Therapy Practices in Residential and Therapeutic Day Treatment SchoolsCharCarol Fisher Chapter 8. Making Social, Communicative, and Cognitive Connections that Count: Integrating Music Therapy Research and Practice to Support DevelopmentA. Blythe LaGasse & Jaley A. Montgomery Chapter 9. Exploring Intercultural Music Learning with Students with Vision Impairment and Intellectual Disability Takako Haggerty Chapter 10. Pedagogical Ideas for Teaching d/Deaf and Hearing Learners in Inclusive Music ClassroomsKatja Sutela Chapter 11. Adapted Music Curriculum for Students with Intellectual DisabilitiesMarina Wai-Yee Wong Chapter 12. Adaptive Musical Instruments: Developing an Organological Framework to Support Disabled Instrumentalists in Mainstream EnsemblesAnthea Skinner & Aaron Corn Chapter 13. Assessing the Ability to Relate in Inclusive Group Music TeachingErik Esterbauer, Shirley Salmon & Karin Schumacher Chapter 14. Confidence Building Through Co-Teaching and Other Paired Teaching ExperiencesKimberly A. McCord & Abby Gail Means Chapter 15. DRUM Out Bullying: A Music-Therapy-Based Socio-Ecological Approach to Address Bullying Lori Fogus Gooding & Jessica DeKleva Chapter 16. A Roadmap for Empathy-Based Behaviour Support in Music EducationErin Parkes & Jeffery Sabo Chapter 17. Supporting Music Literacy for All Learners: Modeling Modes of RepresentationElaine Bernstorf & Amanda M. Vanausdall Chapter 18. Getting to Know You: Peer Assisted Learning Strategies for Music SettingsEllary Draper Chapter 19. A Student's Perspective on Choral Learning with Cochlear ImplantsLexy Connelly Chapter 20. Music Education from the Child's PerspectiveRachel Grimsby Chapter 21. Centering Perspectives of Disabled Children in Elementary Music ClassroomsMartina Vasil, Olivia Swedberg Yinger, Alaina Sheridan, Kailey Holmes Chapter 22. Music Therapists as Team Collaborators in Special SchoolsBronte Arns & Grace Thompson Chapter 23. Parent Coaching of Music Interventions for Young Autistic Children: Transforming Research and Professional Knowledge into Community PracticeEugenia Hernandez-Ruiz Chapter 24. Collaborative Music Making: A Model for Bringing Our Public Schools and Communities TogetherLyn E. Schraer-Joiner & Marguerite Modero Chapter 25. Sensory Musiking: Fostering Inclusive CitizenshipMaria Varvarigou Chapter 26. Cultivating Collaborative Partnerships in SchoolsMelissa Gillespie Index